0893 Science Checkpoint

Revision
Every Learning Objective and Success Criteria
Explained Visually
About the Checkpoint Science Exam (0893)
What is the format of the exams?

● 2 x 45 minute exams
● Paper 1 (45 mins; 50 marks)
● Paper 2 (45 mins; 50 marks)

The test papers include a range of different question types, including short answer and multiple-choice questions.

The approximate coverage of strands:

● 20% Biology
● 20% Physics
● 20% Chemistry
● 15% Earth and Space
● 25% Thinking and Working Scientifically
About the Checkpoint Science Exam (0893)
What do I need to bring with me?

● Pens, pencils, ruler, calculator.

How can I prepare?

● Practise past-paper style questions on a weekly basis.

● Study vocabulary 5-10 minutes a day Monday-Friday.
● Focus attentively in lessons, take notes, write in your own words, ask questions.
● Complete the workbook exercises in your spare time.
● Make a study schedule.
● Complete the end of unit questions in your book.
● Practice writing to recall knowledge with your book closed.

What is the content of the exams?

● See here for the curriculum framework. You will be assessed on the Stage 9 content only.
 Biology
Units 1, 4 and 7
Photosynthesis and The Carbon Cycle
Maintaining Life
Genes and Inheritance
1 Photosynthesis and the carbon cycle
Learning Objectives
9Bp.06 Know that photosynthesis occurs in chloroplasts and is the process by which
plants make carbohydrates, using the energy from light.
9Bp.07 Know and use the summary word equation for photosynthesis (carbon dioxide
+ water -> glucose + oxygen, in the presence of light and chlorophyll).
9Bp.05 Know that plants require minerals to maintain healthy growth and life
processes (limited to magnesium to make chlorophyll and nitrates to make protein).
9ESc.01 Describe the carbon cycle (limited to photosynthesis, respiration, feeding,
decomposition and combustion).
9ESc.02 Describe the historical and predicted future impacts of climate change,
including sea level change, flooding, drought and extreme weather events.
9ESs.01 Describe the consequences of asteroid collision with the Earth, including
climate change and mass extinctions.
Success Criteria
Be able to write the photosynthesis equation, and use it to name reactants and products.
Collect and test gas produced by a water plant.
Collect results in the light intensity experiment, draw a graph using these results, and write a
conclusion.
Explain why chlorophyll is needed for photosynthesis, including explaining the results of
testing a variegated leaf for starch.
Answer questions 1 and 2 following Activity: Which surface has the most stomata?
Produce a workable plan for Think like a scientist: Planning an Investigation into the effect of
fertilisers on plant growth.
Complete a diagram of the carbon cycle, and answer questions about it.
Be able to list current and predicted impacts of climate change.
Explain how asteroid collisions affected life on Earth.
9Bp.06 Know that photosynthesis occurs in chloroplasts and is the process by which plants make
carbohydrates, using the energy from light.
9Bp.07 Know and use the summary word equation for photosynthesis (carbon dioxide + water ->
glucose + oxygen, in the presence of light and chlorophyll).
Be able to write the photosynthesis equation, and use it to name reactants and products.
Collect and test gas produced by a water plant.
Collect results in the light intensity experiment, draw a graph using these results, and write a conclusion.
9Bp.05 Know that plants require minerals to maintain Explain why chlorophyll is needed for photosynthesis, including explaining the results of testing a variegated leaf for starch.
healthy growth and life processes (limited to magnesium Answer questions 1 and 2 following Activity: Which surface has the most stomata?
to make chlorophyll and nitrates to make protein). Produce a workable plan for Think like a scientist: Planning an Investigation into the effect of fertilisers on plant growth.
9ESc.01 Describe the carbon cycle (limited to photosynthesis, respiration, feeding, decomposition and combustion). Complete a diagram of the carbon cycle, and answer questions about it.
9ESc.02 Describe the historical and predicted future impacts of climate change, including sea level change, flooding, drought and extreme Be able to list current and predicted impacts of climate change.
weather events.
9ESs.01 Describe the consequences of asteroid collision with the Earth, including climate change and mass extinctions. Explain how asteroid collisions affected life on Earth.

Read more here.

 Learning Objectives
4 Maintaining life
9Bs.01 Describe the pathway of water and mineral salts from the roots to the leaves in
flowering plants, including absorption in root hair cells, transport through xylem and
transpiration from the surface of leaves.
9Bs.01 Describe the pathway of water and mineral salts from the roots to the leaves in
flowering plants, including absorption in root hair cells, transport through xylem and
transpiration from the surface of leaves.
9Bs.02 Describe the structure of the human excretory (renal) system and its function
(limited to kidneys filtering blood to remove urea, which is excreted in urine).
9Bp.08 Discuss how fetal development is affected by the health of the mother, including
the effect of diet, smoking and drugs.
Success Criteria
Make an annotated diagram showing how water is absorbed through root hairs and transported
upwards through a root.
Plan (and if possible carry out) a workable experiment that provides data relating changes in
temperature to changes in the rate of water transport.
Give correct answers to questions 1 and 2.
Explain the changes in mass between two pot plants (question 4 in Think like a scientist: Investigating
transpiration)
Collect, record and display results for Think like a scientist: Which side of a leaf loses most water?
Correctly answer the questions associated with Think like a scientist: Which side of a leaf loses most
water?
Contribute to writing functions of parts of the excretory system in Activity: Excretory system words and
meanings.
Answer questions 1 to 4 correctly.
Contribute to a display as part of Activity: Display about diet during pregnancy.
9Bs.01 Describe the pathway of water and mineral
salts from the roots to the leaves in flowering
plants, including absorption in root hair cells,
transport through xylem and transpiration from the
surface of leaves.
Make an annotated diagram showing how water is absorbed through root hairs and transported upwards through a root.
Plan (and if possible carry out) a workable experiment that provides data relating changes in temperature to changes in the rate of water transport.
Explain the changes in mass between two pot plants (question 4 in Think like a scientist: Investigating transpiration)
Collect, record and display results for Think like a scientist: Which side of a leaf loses most water?
Correctly answer the questions associated with Think like a scientist: Which side of a leaf loses most water?
9Bs.02 Describe the structure of the human excretory (renal) system and its function (limited to Contribute to writing functions of parts of the excretory system in Activity: Excretory system words and
kidneys filtering blood to remove urea, which is excreted in urine). meanings.
9Bp.08 Discuss how fetal development is affected by the health of the mother, including the effect of diet, smoking and drugs. Contribute to a display as part of Activity: Display about diet during pregnancy.
7 Genes and inheritance
Learning Objectives Success Criteria
9Bs.03 Know that chromosomes contain genes, made of DNA, and that
genes contribute to the determination of an organism's characteristics.
9Bp.01 Describe the fusion of gametes to produce a fertilised egg with a
new combination of DNA.
9Bp.02 Describe the inheritance of sex in humans in terms of XX and XY
chromosomes.
9Bp.03 Describe variation within a species and relate this to genetic
differences between individuals.
9Bp.04 Describe the scientific theory of natural selection and how it
relates to genetic changes over time.
9Be.01 Describe what could happen to the population of a species,
including extinction, when there is an environmental change.
Make a model of a cell containing chromosomes.
Contribute to discussions about chromosomes, genes and DNA.
Construct, or contribute to construction, of a table comparing egg cells and
sperm cells.
Use modelling to explain why approximately equal numbers of boys and girls
are born.
Construct a bar chart to display information about variation in leaves.
Contribute constructively to the discussion about the 'thought experiment'
relating to the long necks of giraffes, and whether natural selection always
produces change.
Relate results of the caterpillar experiment to ideas about natural selection.
9Bs.03 Know that chromosomes contain genes, made of DNA, and that genes contribute to the determination of an organism's Make a model of a cell containing chromosomes.
characteristics. Contribute to discussions about chromosomes, genes and DNA.
9Bp.01 Describe the fusion of gametes to produce a fertilised egg with a new combination of DNA.
Construct, or contribute to construction, of a table comparing egg cells and sperm cells.
9Bp.02 Describe the inheritance of sex in humans in terms of XX and XY chromosomes. Use modelling to explain why approximately equal numbers of boys and girls are born.
9Bp.03 Describe variation within a species and relate this to genetic differences between individuals. Construct a bar chart to display information about variation in leaves.
9Bp.04 Describe the scientific theory of natural selection and how it relates to genetic changes over time. Contribute constructively to the discussion about the 'thought experiment' relating to the long
9Be.01 Describe what could happen to the population of a species, including extinction, when there is an necks of giraffes, and whether natural selection always produces change.
environmental change. Relate results of the caterpillar experiment to ideas about natural selection.
 Chemistry
Units 2, 5 and 8
Properties of Materials
Reactivity
Rates of Reaction
 Learning Objectives Success Criteria
9Cm.01 Understand that the structure of the Periodic Table is related to the atomic structure of the Be able to draw and label the structure of an atom using the Rutherford-Bohr model.
elements and the Periodic Table can be used to predict an element’s structure and properties. Be able to draw the atomic structure of the first 20 elements using the data from the Periodic
Table.
2 Properties of materials

9Cp.02 Describe how the density of a substance relates to its mass in a defined volume. Describe how the elements are arranged in the Periodic Table.
Predict the structure and properties of an element using the Periodic Table.
Be able to explain what is meant by, and calculate the density of, a substance.
9Cm.01 Understand that the structure of the Periodic Table is related to the atomic structure of the
elements and the Periodic Table can be used to predict an element’s structure and properties.
Describe the similarities between different elements in the same group of the Periodic Table.
9Cp.01 Understand that the groups within the Periodic Table have trends in physical and chemical Relate the structure of the Periodic Table to the structure of the elements.
properties, using group 1 as an example. Use the Periodic Table to predict the structure and properties of elements.
9Cm.02 Understand that a molecule is formed when two or more atoms join together chemically,
through a covalent bond.
9Cm.03 Describe a covalent bond as a bond made when a pair of electrons is shared by two atoms
(limited to single bonds).
9Cm.04 Describe an ion as an atom which has gained at least one electron to be negatively
charged or lost at least one electron to be positively charged.
9Cm.05 Describe an ionic bond as an attraction between a positively charged ion and a negatively
Show the differences between the structure of an ion and an atom.
charged ion.
Be able to explain how ionic and covalent bonds are formed.
9Cc.01 Use word equations and symbol equations to describe reactions (balancing symbol Be able to explain what a molecule is.
equations is not required). Be able to write the formulae of some ionic compounds.
9Cp.04 Know that elements and compounds exist in structures (simple or giant), and this Explain how giant structures are formed.
influences their physical properties. Compare the properties of ionic and covalent substances.
Relate the structures of these substances to their properties.
9Cm.01 Understand that the structure of the Periodic Table is related to the Be able to draw and label the structure of an atom using the Rutherford-Bohr model.
atomic structure of the elements and the Periodic Table can be used to predict Be able to draw the atomic structure of the first 20 elements using the data from the Periodic Table.
an element’s structure and properties. Describe how the elements are arranged in the Periodic Table.
Predict the structure and properties of an element using the Periodic Table.
9Cm.01 Understand that the structure of the Periodic Table is related to the atomic structure of the
elements and the Periodic Table can be used to predict an element’s structure and properties.
Describe the similarities between different elements in the same group of the Periodic Table.
9Cp.01 Understand that the groups within the Periodic Table have trends in physical and chemical
Relate the structure of the Periodic Table to the structure of the elements.
properties, using group 1 as an example.
Use the Periodic Table to predict the structure and properties of elements.
9Cp.02 Describe how the density of a substance relates to its mass in a defined volume. Be able to explain what is meant by, and calculate the density of, a substance.
9Cm.02 Understand that a molecule is formed when two or more atoms join together chemically, through a covalent bond.
Show the differences between the structure of an ion
9Cm.03 Describe a covalent bond as a bond made when a pair of electrons is shared by two atoms (limited to single bonds). and an atom.
Be able to explain how ionic and covalent bonds are
9Cm.04 Describe an ion as an atom which has gained at least one electron to be negatively charged or lost at least one electron to be positively charged.
formed.
9Cm.05 Describe an ionic bond as an attraction between a positively charged ion and a negatively charged ion. Be able to explain what a molecule is.
9Cc.01 Use word equations and symbol equations to describe reactions (balancing symbol equations is not required). Be able to write the formulae of some ionic
compounds.
9Cp.04 Know that elements and compounds exist in structures (simple or giant), and this influences their physical properties. Explain how giant structures are formed.
Compare the properties of ionic and covalent substances.
Relate the structures of these substances to their properties.
 Learning Objectives Success Criteria
9Cc.01 Use word equations and symbol equations to describe reactions
(balancing symbol equations is not required).

9Cc.02 Identify examples of displacement reactions and predict products Use the reactivity series to predict the metals that will displace others from a solution of their salts.
(limited to reactions involving calcium, magnesium, zinc, iron, copper, gold Carry out some displacement reactions safely.
and silver salts). Write word equations.
9Cc.02 Identify examples of displacement reactions and predict products
(limited to reactions involving calcium, magnesium, zinc, iron, copper, gold Be able to identify an unknown metal using displacement reactions.
5 Reactivity

and silver salts). Describe some useful displacement reactions.

9Cc.01 Use word equations and symbol equations to describe reactions
(balancing symbol equations is not required). Be able to explain what a salt is.
List some examples of salts and state their uses.
9Cc.03 Describe how to prepare some common salts by the reactions of Prepare a salt safely by reacting a metal with an acid.
metals with acids, and metal carbonates with acids, and purify them, using Prepare a salt safely by heating a metal oxide with an acid.
filtration, evaporation and crystallisation. Write word equations.
9Cc.03 Describe how to prepare some common salts by the reactions of Safely prepare a salt by action of an acid on a carbonate.
metals with acids, and metal carbonates with acids, and purify them, using Prepare a salt by neutralisation
filtration, evaporation and crystallisation. Write risk assessments for practical tasks,
Use word and symbol equations.
9Cc.01 Use word equations and symbol equations to describe reactions
(balancing symbol equations is not required).

9Cc.05 Understand that in chemical reactions mass and energy are Use word and symbol equations to describe chemical reactions.
conserved. Explain what is meant by the law of conservation of mass.
Explain what is meant by the law of conservation of energy.
Carry out practical work safely.
9Cc.01 Use word equations and symbol equations to describe reactions (balancing symbol equations is Use the reactivity series to predict the metals that will displace others from a solution of their salts.
not required). Carry out some displacement reactions safely.
9Cc.02 Identify examples of displacement reactions and predict products (limited to reactions involving Write word equations.
calcium, magnesium, zinc, iron, copper, gold and silver salts). Be able to identify an unknown metal using displacement reactions.
Describe some useful displacement reactions.
9Cc.01 Use word equations and symbol equations to describe reactions (balancing symbol equations is not required). Be able to explain what a salt is.
List some examples of salts and state their uses.
9Cc.03 Describe how to prepare some common salts by the reactions of metals with acids, and metal carbonates with acids, and purify them,
Prepare a salt safely by reacting a metal with an acid.
using filtration, evaporation and crystallisation.
Prepare a salt safely by heating a metal oxide with an acid.
Write word equations.
Safely prepare a salt by action of an acid on a carbonate.
Prepare a salt by neutralisation
Write risk assessments for practical tasks,
Use word and symbol equations.
9Cc.01 Use word equations and symbol equations to describe reactions (balancing symbol equations is not required). Use word and symbol equations to describe chemical reactions.
Explain what is meant by the law of conservation of mass.
9Cc.05 Understand that in chemical reactions mass and energy are conserved. Explain what is meant by the law of conservation of energy.
Carry out practical work safely.
 Learning Objectives
8 Rates of reaction
9Cc.01 Use word equations and symbol equations to describe reactions
(balancing symbol equations is not required).
9Cc.04 Describe the effects of concentration, surface area and temperature
on the rate of reaction, and explain them using the particle model.
9Cc.04 Describe the effects of concentration, surface area and temperature
on the rate of reaction, and explain them using the particle model.
9Cc.04 Describe the effects of concentration, surface area and temperature
on the rate of reaction, and explain them using the particle model.
9Cc.04 Describe the effects of concentration, surface area and temperature
on the rate of reaction, and explain them using the particle model.
Success Criteria
Be able to state how the rate of reaction changes.
Carry out an investigation safely.
Measure the rate of reaction.
Use graphs to discuss and measure the rate of reaction.
Explain why the rate of reaction changes.
Safely investigate the rate of reaction when the surface area of one of the
reactants is changed.
Carry out an investigation using the reaction between calcium carbonate and
dilute hydrochloric acid.
Explain how changing the shape of a material can affect the surface area.
Carry out an investigation on the effect of temperature on the rate of reaction
safely and accurately,
Use a trial run and preliminary work to inform the planning of an investigation.
Explain the effect of temperature on the rate of reaction using particle theory.
Plan an investigation on the effect of concentration on the rate of reaction.
Carry out an investigation into the effect of concentration on the rate of reaction
safely.
Explain the effect of concentration on the rate of reaction using particle theory.
 Physics
Units 3 (part of 6) and 9
Forces and Energy
Electricity
Sound
 Learning Objectives Success Criteria
9Pf.01 Use density to explain why objects float or sink in water.
9Cp.02 Describe how the density of a substance relates to its mass in
3 Forces and energy
a defined volume.
9Cp.03 Calculate and compare densities of solids, liquids and gases.
9Pf.02 Describe the difference between heat and temperature.
9Pf.03 Know that energy is conserved, meaning it cannot be created or State the law of conservation of energy.
destroyed.
9Pf.04 Know that thermal energy will always transfer from hotter
regions or objects to colder ones, and this is known as heat
dissipation.
9Pf.05 Describe thermal transfer by the processes of conduction,
convection and radiation.
9Pf.06 Explain cooling by evaporation.
Calculate density from given masses and volumes.
Correctly give the units for density, given the units for mass and volume,
Describe, using examples, the difference between density and weight.
Make correct predictions about whether objects will float or sink in water, given the density of the object and the density of
water.
State that gases are less dense than solids or liquids and explain this in terms of particle arrangement.
Describe what is meant by heat.
Describe what is meant by temperature.
Compare the heat and temperature of different objects.
Describe energy changes using energy flow diagrams to show that no energy is destroyed or created.
Describe how heat is dissipated from hotter objects to colder surroundings.
Show the direction of thermal energy transfer between two objects at different objects.
Describe what is meant by dissipation of heat.
Explain how thermal energy travels through solids and liquids by conduction, using ideas about particles.
Explain how thermal energy travels through liquids and gases by convection, using ideas about expanding and density.
Recall that radiation can transfer thermal energy through substances without the need for particles.
Explain how certain materials and structure, called thermal insulators, are used to reduce the rate of transfer of thermal
energy.
Explain the process of evaporation in terms of particles.
Explain that evaporation lowers the average energy of the particles that remain in the liquid.
Link this lowering of average energy of particles to a decrease in temperature of the liquid.
9Pf.01 Use density to explain why objects float or sink in water.
9Cp.02 Describe how the density of a substance relates to its mass in a defined volume.
9Cp.03 Calculate and compare densities of solids, liquids and gases.
Calculate density from given masses and volumes.
Correctly give the units for density, given the units for mass and volume,
Describe, using examples, the difference between density and weight.
Make correct predictions about whether objects will float or sink in water, given the density of the object and the
density of water.
State that gases are less dense than solids or liquids and explain this in terms of particle arrangement.
9Pf.02 Describe the difference between heat and temperature. Describe what is meant by heat.
Describe what is meant by temperature.
Compare the heat and temperature of different objects.
9Pf.03 Know that energy is conserved, meaning it cannot be created or destroyed.
9Pf.04 Know that thermal energy will always transfer from hotter regions or objects to colder
ones, and this is known as heat dissipation.
State the law of conservation of energy.
Describe energy changes using energy flow diagrams to show that no energy is destroyed or created.
Describe how heat is dissipated from hotter objects to colder surroundings.
Show the direction of thermal energy transfer between two objects at different objects.
Describe what is meant by dissipation of heat.
9Pf.05 Describe thermal transfer by the processes of conduction, Explain how thermal energy travels through solids and liquids by conduction, using ideas about particles.
convection and radiation. Explain how thermal energy travels through liquids and gases by convection, using ideas about expanding and density.
Recall that radiation can transfer thermal energy through substances without the need for particles.
Explain how certain materials and structure, called thermal insulators, are used to reduce the rate of transfer of thermal energy.
9Pf.06 Explain cooling by evaporation. Explain the process of evaporation in terms of particles.
Explain that evaporation lowers the average energy of the particles that remain in the liquid.
Link this lowering of average energy of particles to a decrease in temperature of the liquid.
 Learning Objectives Success Criteria
9Ps.01 Draw and interpret waveforms, and recognise the link between loudness and Identify the amplitude from a wave as displayed on an oscilloscope.
amplitude, pitch and frequency. Describe how a wave as displayed on oscilloscope would change if the frequency changed.
6 Sound and space

9Ps.02 Use waveforms to show how sound waves interact to reinforce or cancel each other.
Describe how amplitude of a sound wave changes as the loudness of a sound changes.
Match different wave forms as displayed on an oscilloscope to different sounds that are described
in terms of loudness and pitch.
Draw wafeforms that would reinforce.
Draw waveforms that would cancel.
Describe the effects of sound waves reinforcing or cancelling.
9Ps.01 Draw and interpret waveforms, and recognise the link between Identify the amplitude from a wave as displayed on an oscilloscope.
loudness and amplitude, pitch and frequency. Describe how a wave as displayed on oscilloscope would change if the frequency changed.
Describe how amplitude of a sound wave changes as the loudness of a sound changes.
Match different waveforms as displayed on an oscilloscope to different sounds that are described in terms of loudness and pitch.
9Ps.02 Use waveforms to show how sound waves interact to reinforce or cancel each other. Draw waveforms that would reinforce.
Draw waveforms that would cancel.
Describe the effects of sound waves reinforcing or cancelling.
 Learning Objectives Success Criteria
9Pe.01 Describe how current divides in parallel circuits. Recognise and draw circuit diagrams for parallel circuits.
Describe how current divides at a branch of a parallel circuit.
Predict values of current before or after branches in a parallel circuit.
9 Electricity

9Pe.02 Know how to measure current and voltage in series and parallel
Describe and draw circuit diagrams to show how ammeters and voltmeters are
circuits, and describe the effect of adding cells and lamps.
connected in circuits.
State that the voltage across the cell in series circuit is the same as the total of
the voltages across each of the components.
State that the voltage across the cell in a parallel circuit is the same as the
voltage across each of the branches.
Make correct predictions about the effects on current and voltage of adding cells
and lamps to both series and parallel circuits.
9Pe.03 Calculate resistance (resistance = voltage / current) and State what happens to current in a circuit when resistance increases or
describe how resistance affects current. decreases.
Recall the unit of resistance.
Recall and use the equation resistance = voltage / current.
9Pe.04 Use diagrams and conventional symbols to represent, make
Draw circuit diagrams that include symbols for cells, switches, resistors, variable
and compare circuits that include cells, switches, resistors (fixed and
resistors, ammeters, voltmeters, lamps and buzzers.
variable), ammeters, voltmeters, lamps and buzzers.
Build circuits that include some or all of these components, using circuit
diagrams.
9Pe.01 Describe how current divides in parallel circuits. Recognise and draw circuit diagrams for parallel circuits.
Describe how current divides at a branch of a parallel circuit.
Predict values of current before or after branches in a parallel circuit.
9Pe.02 Know how to measure current and voltage in Describe and draw circuit diagrams to show how ammeters and voltmeters are connected in circuits.
series and parallel circuits, and describe the effect of State that the voltage across the cell in series circuit is the same as the total of the voltages across each of the components.
adding cells and lamps. State that the voltage across the cell in a parallel circuit is the same as the voltage across each of the branches.
Make correct predictions about the effects on current and voltage of adding cells and lamps to both series and parallel circuits.
9Pe.03 Calculate resistance (resistance = voltage / current) and describe how resistance affects
current.
9Pe.04 Use diagrams and conventional symbols to represent, make and compare circuits that
include cells, switches, resistors (fixed and variable), ammeters, voltmeters, lamps and buzzers.
State what happens to current in a circuit when resistance increases or decreases.
Recall the unit of resistance.
Recall and use the equation resistance = voltage / current.
Draw circuit diagrams that include symbols for cells, switches, resistors, variable resistors, ammeters,
voltmeters, lamps and buzzers.
Build circuits that include some or all of these components, using circuit diagrams.
Earth & Space
Unit 6
Space
 Learning Objectives Success Criteria
9ESs.02 Describe the evidence for the collision theory for the formation of the Moon. Describe events that comprise the collision theory.
Describe evidence that supports the collision theory.
6 Sound and space

Describe evidence that contradicts the collision theory.

9ESs.03 Know that nebulae are clouds of dust and gas, and can act as stellar nurseries. Describe what is meant by the word nebula.
Recall that some nebulae contain, or act as, stellar nurseries.
Recall that stellar nurseries are where stars are formed.
9ESp.01 Explain the movement of tectonic plates in terms of convection currents. Describe how convection currents happen in the mantle and draw diagrams of these.
Recognise the jigsaw appearance of the continents.
9ESp.02 Explain why the jigsaw appearance of continental coasts, location of volcanoes and Describe how the locations of volcanoes and earthquakes are evidence for tectonic plates.
earthquakes, fossil record and alignment of magnetic materials in the Earth's crust are all Describe how the distribution of fossils and the alignment of magnetic parts of rocks are also
evidence for tectonic plates. evidence for tectonic plates.
9ESs.02 Describe the evidence for the collision theory for the formation of the Moon. Describe events that comprise the collision theory.
Describe evidence that supports the collision theory.
Describe evidence that contradicts the collision theory.
9ESs.03 Know that nebulae are clouds of dust and gas, and can act as stellar nurseries. Describe what is meant by the word nebula.
Recall that some nebulae contain, or act as, stellar nurseries.
Recall that stellar nurseries are where stars are formed.
9ESp.01 Explain the movement of tectonic plates in terms of convection currents.
9ESp.02 Explain why the jigsaw appearance of continental coasts, location of
volcanoes and earthquakes, fossil record and alignment of magnetic materials in the
Earth's crust are all evidence for tectonic plates.
Describe how convection currents happen in the mantle and draw diagrams of these.
Recognise the jigsaw appearance of the continents.
Describe how the locations of volcanoes and earthquakes are evidence for tectonic plates.
Describe how the distribution of fossils and the alignment of magnetic parts of rocks are also evidence for tectonic plates.
Thinking and
Working
Scientifically
Spiralled throughout the
curriculum